Page 59 - Šolsko polje, XXIX, 2018, no. 5-6: Radicalization, Violent Extremism and Conflicting Diversity, eds. Mitja Sardoč and Tomaž Deželan
P. 59
m. sardoč ■ an interviw with michel wieviorka
What are the most important motivational factors that ‘trigger’
the process of radicalisation and what groups or individuals do
you think are most at risk?
Radicalisation is such a diverse phenomenon; one cannot say that there
are some “most important factors” that would “trigger” it. More generally,
social science shouldn’t try to propose one or several “factors” of “causes to
explain human behaviours, since these behaviours are not determined by
them, they develop within the framework of relations between human be-
ings, and usually these relations are not explained just by some “factors”.
We shouldn’t think in terms of social or political determinism.
In some cases, radicalized individuals or groups select one kind of
targets – journalists, Jews, catholic priests for instance. In other cases, the
action is blind and there is no specific target, they just kill those that are
there when they act, in the street for instance, like in Nice on July 14th,
2016. Today, there is such an importance of geopolitical and religious di-
mensions as far as radical violence is at stake that those individuals and
groups that are concerned with these dimensions are most at risks – visi-
bly Jews first.
What role should education play in the tackling of radicalisa-
tion and violent extremism and what educational programs and
strategies do you find most appropriate? Which educational envi-
ronments are most appropriate for programs and other activities
associated with deradicalisation, counter-radicalisation, anti-po-
larisation (e.g. schools, peer groups, civil society organizations)?
Why?
Education will not solve all issues, but no education will contribute to a
more radical and violent society. The more important, from my point of
view, is to consider that educational systems should create such conditions
for more capacity, for each individual to become a Subject, i.e. a person
able to master his or her own life while considering that all human beings
should also be able to be more and more able subjects. This means: more
capacity to analyze problems and situations, and one’s own participation
or role in some problems and situations. When some individuals are rad-
icalized, or in a process of radicalisation, there is always also a tendency
towards sectarianism, incapacity to discuss out of one’s own group, feel-
ing that “society” cannot understand, and then, I consider that facing this
means creating new opportunities for these individuals to be re-integrat-
ed in debates and even tense discussions. Let me give you an example. In
the early 70s in France, there was a revolutionary leftist “maoïste” group
57
What are the most important motivational factors that ‘trigger’
the process of radicalisation and what groups or individuals do
you think are most at risk?
Radicalisation is such a diverse phenomenon; one cannot say that there
are some “most important factors” that would “trigger” it. More generally,
social science shouldn’t try to propose one or several “factors” of “causes to
explain human behaviours, since these behaviours are not determined by
them, they develop within the framework of relations between human be-
ings, and usually these relations are not explained just by some “factors”.
We shouldn’t think in terms of social or political determinism.
In some cases, radicalized individuals or groups select one kind of
targets – journalists, Jews, catholic priests for instance. In other cases, the
action is blind and there is no specific target, they just kill those that are
there when they act, in the street for instance, like in Nice on July 14th,
2016. Today, there is such an importance of geopolitical and religious di-
mensions as far as radical violence is at stake that those individuals and
groups that are concerned with these dimensions are most at risks – visi-
bly Jews first.
What role should education play in the tackling of radicalisa-
tion and violent extremism and what educational programs and
strategies do you find most appropriate? Which educational envi-
ronments are most appropriate for programs and other activities
associated with deradicalisation, counter-radicalisation, anti-po-
larisation (e.g. schools, peer groups, civil society organizations)?
Why?
Education will not solve all issues, but no education will contribute to a
more radical and violent society. The more important, from my point of
view, is to consider that educational systems should create such conditions
for more capacity, for each individual to become a Subject, i.e. a person
able to master his or her own life while considering that all human beings
should also be able to be more and more able subjects. This means: more
capacity to analyze problems and situations, and one’s own participation
or role in some problems and situations. When some individuals are rad-
icalized, or in a process of radicalisation, there is always also a tendency
towards sectarianism, incapacity to discuss out of one’s own group, feel-
ing that “society” cannot understand, and then, I consider that facing this
means creating new opportunities for these individuals to be re-integrat-
ed in debates and even tense discussions. Let me give you an example. In
the early 70s in France, there was a revolutionary leftist “maoïste” group
57
